Fostering Change in Institutions, Environments, and People: A Festschrift in Honor of Gavriel Salomon

Overview

This volume is comprised of contributions from leading scholars in education and psychology. In part one of the book the authors provide insight into the psychology of change, examining:

• What factors work as catalysts for change in environments, institutions and people

• What factors hinder change

• When change is deemed beneficial

In the second part of this volume the authors turn their attention to the issue of peace education. They examine the types of problems that ...

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Fostering Change in Institutions, Environments, and People: A festschrift in Honor of Gavriel Salomon

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Overview

This volume is comprised of contributions from leading scholars in education and psychology. In part one of the book the authors provide insight into the psychology of change, examining:

• What factors work as catalysts for change in environments, institutions and people

• What factors hinder change

• When change is deemed beneficial

In the second part of this volume the authors turn their attention to the issue of peace education. They examine the types of problems that societies and scholars should identify and try to solve in hopes of building more peaceful environments. The final chapter is a biography honoring Professor Gavriel (Gabi) Salomon, a significant contributor to the vast literature on change. This book is appropriate reading for professors, students and academics who are dedicated to fostering change to benefit institutions, environments and people.

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Product Details

  • ISBN-13: 9780805863864
  • Publisher: Taylor & Francis, Inc.
  • Publication date: 7/25/2008
  • Edition number: 1
  • Pages: 344
  • Product dimensions: 6.20 (w) x 9.10 (h) x 0.90 (d)

Meet the Author

David C. Berliner is Regents’ Professor of Education at Arizona State University.

Haggai Kupermintz is a senior lecturer in the Faculty of Education at the University of Haifa.

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Table of Contents

@contents:Preface

Chapter 1 The natural history of pedagogy, David R. Olson, Ontario Institutes for the Study of Education, University of Toronto, Toronto, Canada.

Chapter 2 High-powered learning communities: A European perspective, Erik De Corte & Lieven Verschaffel, Center for Instructional Psychology and Technology , University of Leuven, Belgium.

Chapter 3 On the impact of computer cognitive training on working memory and fluid intelligence, Richard J. Shavelson, Kun Yuan, and Alicia C. Alonzo Stanford University, USA; Torkel Klingberg, Karolinska Institute, Finland; Maria Andersson, CogMed, Sweden.

Chapter 4 Schooling Emotional Intelligence (EI): What Have We learned So far?, Moshe Zeidner, University of Haifa, Israel; Gerald Matthews, University of Cincinnati & Richard D. Roberts, Center for New Constructs, Educational Testing Service, USA.

Chapter 5 Resistance to Change: Unconscious Knowledge and the Challenge of Unlearning, Richard E. Clark, Center for Cognitive Technology, Rossier School of Education, University of Southern California, USA.

Chapter 6 Expertise development in the college classroom: new insights, Monique Boekaerts & Jeroen S. Rozendaal, Center for Learning and Instruction, Leiden University, The Netherlands

Chapter 7 Changing America’s Schools for the Worse: Some Side Effects of High-Stakes Testing, David C. Berliner, Arizona State University & Sharon L. Nichols, University of Texas, San Antonio, USA.

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Chapter 8 Pedagogies of the intractable, Lee S. Shulman, The Carnegie Foundation for the Advancement of Teaching, Palo Alton, CA, USA.

Chapter 9 The real change versus the belief in change, Fritz K. Oser, Lehrstuhl fuer Paedagogik und Paedagogische Psychologie, University of Fribourgh, Fribourgh, Switzerland.

Chapter 10 The Five Languages of War, David N. Perkins, Harvard Graduate School of Education, Cambridge, MA, USA.

Chapter 11 Integrated Education in Northern Ireland: A Review, Ulrike Niens, Queens University Belfast & Ed Cairns, University of Ulster, Ireland.

Chapter 12 The heroism of survivors: Survivors saving themselves, its impact on their lives, and altruism born of suffering. , Ervin Staub, University of Massachusetts at Amherst, Amherst, MA USA.

Chapter 13 Aptitude for peace? Towards an instructional theory of peace education, Haggai Kupermintz, Center for Research on Peace Education, University of Haifa, Haifa, Israel.

Chapter 14 Conditions for the development of peace education in societies involved in intractable conflict , Daniel Bar-Tal, School of Education, Tel Aviv University & Yigal Rosen, School of Education, Tel Aviv University and Center for Research on Peace Education, University of Haifa, Israel.

Chapter 15 Within-group variance as a facilitator of dialogue between groups: A Jewish-Arab Israeli encounter group focused on family stories, Daniel Bar-On & Tal Litvak-Hirsh, Department of Behavioral Sciences, Ben Gurion University of the Negev, Be'er Sheva, Israel; & Rafika Othman, David Yelin College, Jerusalem, Israel.

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Chapter 16 A mid-life biography of a relentless scientist, Baruch Nevo, Psychology Department, University of Haifa, Haifa, Israel Curriculum Vitae/ Professor Gabriel Salomon

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